AP Biology Course Syllabus and Pacing Guide
Myesia Morrison-Instructor
Overview of Course
The AP Biology course is designed to offer students a solid curriculum in general biology
concepts. By utilizing the big idea statements, enduring understandings, and science practices to
guide biology instruction, I assist students in developing an appreciation for the study of life. The
learning objectives and science practices in the AP Biology Curriculum Framework help to guide
the selection of instructional activities and assessments. Students entering AP Biology have taken
full-year courses in introductory biology and chemistry. I make it a point to investigate the progress
of the students through those courses by communicating with their previous teachers. I also use a
questionnaire found at www.vark-learn.com to survey the learning styles of the students entering
the course. The goal of instruction is to help students deepen their understanding of biological
concepts, be able to apply all of the science practices, and prepare themselves for advanced studies
in biology in the college and university settings. Due to the differences in learning styles, students
reach this understanding in a variety of ways. My challenge is to develop activities that provide
diverse ways for students to learn and be confident in the application of this knowledge. For
example, the use of physical models helps visual and kinesthetic learners to better grasp a process
or concept, extend their thinking, and pose questions. My questionnaire helps me to make sure I
select activities that address the learning styles of my students. I plan lectures, class discussions,
inquiry-based instructional activities, and open-ended laboratory investigations that are inclusive
of the learning objectives and science practices for the course. I look for additional resources that
provide or help me develop laboratory investigations and activities that will interest students, relate
to their lives, and challenge them as they learn biology. Although inquiry-based laboratory
investigations provide experiences that naturally enable students to engage in science practices,
other activities such as case studies, models, discussions, role-play, and videos also give students
opportunities to engage in scientific inquiry and reasoning. Formative assessments throughout the
units check for student understanding.
Using this approach allows students to better see the progression and interrelatedness of
these major themes of biology.
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Big Idea 1: The process of evolution drives the diversity and unity of life.
Big Idea 2: Biological systems utilize free energy and molecular building
blocks to grow, to reproduce, and to maintain dynamic homeostasis.
Big Idea 3: Living systems store, retrieve, transmit, and respond to
information essential to life processes.
Big Idea 4: Biological systems interact, and these systems and their
interactions possess complex properties.
Classes meet for 75 minutes a day, five days a week. Typically, four of the five days are spent
lecturing and doing activities and the fifth day is spent doing laboratory investigations. However,
this is subject to change. In order to cover most if not all of the required 13 labs for AP Biology
students may be required to meet outside of the scheduled classroom time after school. My
classroom is equipped with most if not all of the needed data collecting equipment needed to
perform all of the 13 required labs.
Textbook and Supplemental Materials
1. Biology, Campbell and Reese 9th edition
2. Mastering Biology Online-Colorations to the Campbell textbook
3. AP Biology Investigative Labs: An Inquiry-Based Approach, published by the College
Board
4. Readings from peer-reviewed scientific journals and other relevant current event topics
5. Web-based investigations
Student Evaluations and Assessment
Summative assessments are given at the end of each unit of study during the grading period.
There are 6units of study for this course. These tests consist of 32 multiple choice
questions, 3 math problems ( if applicable) , 1 long free response, and 2 short free response
questions that are a reflection of what will be on the AP exam. The unit exams will take
one -two 75-minute class periods to administer. Students are also given formative
assessments in the form of laboratory assessments, quizzes, clicker-questions, math-set
problems.
Laboratory Component
The AP Biology Lab Manual will serve as the source for many of the labs. Some of these
laboratory investigations are modified to meet the time restrictions of the course or
modified to allow the incorporation of probe ware. The course devotes 25% of the
instructional time to laboratory exercises. The majority of the laboratory investigations are
inquiry based at a variety of levels, from guided to open inquiry. Students will be engaged
in a number of additional investigations that supplement the curriculum for this course.
An emphasis is placed on integrating the use of mathematical analysis into the course.
Basic, yet essential statistical tools will be utilized to analyze the data collected as
laboratory investigations are performed. Example calculations include but are not limited
to Chi-square, standard deviation, standard error and the T-test. Additionally, students
need to understand the importance of identifying mathematic trends such as generating a
line of best fit for appropriate data collected.
A variety of modes are used throughout the course that allows students to present the
results of laboratory investigations. These include constructing and presenting miniposters, developing PowerPoint presentations, conducting peer reviews, and developing
traditional laboratory reports. Complete laboratory reports include an introduction,
hypothesis, procedure, organized data, a complete statistical analysis of the data, a
conclusion with both limitations and recommendations for further investigations. The
seven science practices are incorporated into varying laboratory investigations throughout
the course.
The seven science practices are outlined below:
1. The student can use representations and models to communicate scientific
phenomena and solve scientific problems.
2. The student can use mathematics appropriately.
3. The student can engage in scientific questioning to extend thinking or guide
investigations within the context of the AP course.
4. The student can plant and implement data collection strategies appropriate to a
particular scientific question.
5. The student can perform data analysis and evaluation of evidence.
6. The student can work with scientific explanations and theories.
7. The student is able to connect and relate knowledge across various scales, concepts
and representations in and across domains.
Grading
Students will be required to complete both summative (written and oral test, major projects,
major laboratory reports), and formative (daily grades, such as study guide questions,
supplemental lab reports). 40% of grade will come from summative work, 40% of grade
will come from formative work, and 20% of grade will come from class participation,
mastering biology and weekly quizzes.
The culmination of the course is the AP Biology exam (5/11/15-8:00 a.m.) All students
are required to take the exam. All or most of the cost will be covered by a Grant from the
National Math Science Initiative (NMSI). Through this grant we will also offer after-school
and Saturday school tutoring and Exam prep. Dates will be announced at a later time.
General afterschool tutoring will be offered on a weekly bases.
Curriculum and Pacing
We will cover 6 Units during the course. They are:
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Unit 1: Introduction to Biology and the Chemistry of Life-4 weeks
Unit 2: Cells and Cellular Processes-8 weeks
Unit 3: The Genetic Basis of Life-6 weeks
Unit 4: Evolutionary Biology-6 weeks
Unit 5:Organism Form and Function-3 weeks
Unit 6: Ecology-4 weeks
Each unit contains Essential Questions statements which serve to let students know what
knowledge is needed to support the unit. Learning objectives provide clear and detailed
articulation of what students should know and be able to do. Imbedded into each unit are
Science Practices. The science practices enable students to establish lines of evidence and
use them to develop and refine testable explanations and predictions of natural phenomena.
Because content, inquiry and reasoning are equally important in AP Biology, each learning
objective described in the concept outline combines content with inquiry and reasoning
skills described in the science practices.
1st Trimester: 8/25-11/14/2014
Unit 1: Introduction to Biology and the Chemistry of Life 8/25-9/19/2014
Essential Questions:
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What kind of data is needed to answer scientific questions about how organisms respond to
their external environment?
What types of molecules do organisms use for building blocks and excrete as wastes?
How do structures of biologically important molecules (carbohydrates, proteins, lipids, and
nucleic acids) account for their function?
Learning Objectives:
Justify the selection of the kind of data needed to answer scientific questions about the relevant mechanism that
organisms use to respond to changes in their external environment. [LO 2.21, SP 4.1]
Justify the selection of data regarding the types of molecules an animal, plant, or bacterium will take up as
necessary building blocks and excrete as waste products.[LO 2.8, SP 4.1]
Construct explanations of the influence of environmental factors on the phenotype of an organism. [LO 4.23, SP 6.2]
Predict the effects of a change in an environmental factor on the genotypic expression of the phenotype. [LO 4.24, SP 6.4]
Explain the connection between the sequence and the subcomponents of a biological polymer and its properties. [LO 4.1, SP
7.1]
Refine representations and models to explain how the subcomponents of a biological polymer and their sequence determine
the properties of that polymer. [LO 4.2, SP 1.3]
Use models to predict and justify that changes in the subcomponents of a biological polymer affect the functionality of the
molecule. [LO 4.3, SP 6.1, SP 6.4]
Construct explanations based on evidence of how variation in molecular units provides cells with a wider range of functions.[
LO 4.22, SP 6.2]
Connecting The Big Ideas:
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
A discussion of how evolution impacts changes in DNA structure which ultimately alters the structure of a protein
(Big Ideas #1 and #2)
A discussion of how monomers combine to form polymers and how this affects the properties of the polymer (Big
Idea #4)
Duration of Unit: 4 Weeks: 8/25-9/19/2014
Textbook Chapters: 1-5
Instructional Activities and Assessments:

Constructing models of various organic compounds
(SP 1.1-3)

AP Lab 13: Enzyme Activity: modified enzyme lab using catalyses to capture oxygen directly. Students use a guided
inquiry approach to investigate variables of their choosing and determine their effects on reactions rates.
(SP 2.1, 2.2, 2.3; SP 4.1, 4.2, 4.3, 4.4; SP 5.1, 5.2, 5.3; SP 7.2)

Constructing models to illustrate the various levels of proteins structure.
(SP 1.1-3)

Examining models of enzymes and demonstrating competitive and noncompetitive inhibition.
(SP 1.1-3)

Animal Behavior Lab

CHNOPS Modeling Activity

How does pH influence the phenotype of plants

“What’s in you Food”-Lab Activity

“A Can of Bull” Do Energy drinks really provide a source of energy-Case Study
Assessment:

Quiz I: 9/3/14
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Quiz II: 9/10/14
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Quiz III: 9/17/14

Unit Exam: 9/22-23/14
2nd Trimester: 11/17/2014-2/27/2015
Unit 3: The Genetic Bases of Life
Essential Questions:

How is heritable information passed to the next generation via processes that include the cell cycle and
mitosis and meiosis plus fertilization?
Unit 2: Cells and Cellular Processes
Essential Questions:


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How does cell structure and function help to maintain dynamic homeostasis in living organisms?
Why do growth, reproduction, and maintenance of the organization of living systems require free energy and
matter?
What mechanisms and structural features of cells allow organisms to capture, store, and use free energy?
Learning Objectives:
Use calculated surface area-to-volume ratios to predict which cell(s) might eliminate wastes or procure nutrients faster by
diffusion. [LO 2.6, SP 2.2]
Explain how cell size and shape affect the overall rate of nutrient intake and the rate of waste elimination. [LO 2.7, SP 6.2]
Explain how internal membranes and organelles contribute to cell functions.[LO 2.13, SP 6.2]
Use representations and models to describe differences in prokaryotic and eukaryotic cells. [LO 2.14, SP 1.4]
Make a prediction about the interactions of subcellular organelles. [LO 4.4, SP 6.4]
Use representations and models to analyze situations qualitatively to describe how interactions of subcellular structures, which
possess specialized functions, provide essential functions. [LO 4.6, SP 1.4]
Pose scientific questions that correctly identify essential properties of shared, core life processes that provide insights into the
history of life on Earth. [LO 1.14, SP 3.1]
Justify the scientific claim that organisms share many conserved core processes and features that evolved and are widely
distributed among organisms today.[LO 1.16, SP 6.1]
Describe specific examples of conserved core biological processes and features shared by all domains or within one domain of
life, and how these shared, conserved core processes and features support the concept of common ancestry for all organisms.
[LO 1.15, SP 7.2]
Construct models that connect the movement of molecules across membranes with membrane structure and function.
[LO 2.11, SP 1.1, SP 7.1, SP 7.2]
Construct models that connect the movement of molecules across membranes with membrane structure and function.
[LO 2.11, SP 1.1, SP 7.1, SP 7.2]
Justify the selection of data regarding the types of molecules that an animal, plant, or bacterium will take up as necessary
building blocks and excrete as waste products. [LO 2.8, SP 4.1]
Use representations and models to pose scientific questions about the properties of cell membranes and selective permeability
based on molecular structure.[LO 2.10, SP 1.4, SP 3.1]
Use representations and models to analyze situations or solve problems qualitatively and quantitatively to investigate whether
dynamic homeostasis is maintained by the active movement of molecules across membranes.[LO 2.12, SP 1.4]
Justify a scientific claim that free energy is required for living systems to maintain organization, to grow, or to reproduce, but
that multiple strategies exist in different living systems. [LO 2.2, SP 6.1]
Design a plan for collecting data to show that all biological systems (cells, organisms, populations, communities, and
ecosystems) are affected by complex biotic and abiotic interactions. [LO 2.23, SP 4.2, SP 7.2]
Use models to predict and justify that changes in the subcomponents of a biological polymer affect the functionality of the
molecule. [LO 4.3, SP 6.1, SP 6.4]
Analyze data to identify how molecular interactions affect structure and function.[LO 4.17, SP 5.1] Construct explanations of
the mechanisms and structural features of cells that allow organisms to capture, store, or use free energy. [LO 2.5, SP 6.2]
Justify the scientific claim that organisms share many conserved core processes and features that evolved and are widely
distributed among organisms today.[LO 1.16, SP 6.1]
Describe specific examples of conserved core biological processes and features shared by all domains or within one domain of
life, and how these shared, conserved core processes and features support the concept of common ancestry for all organisms.
[LO 1.15, SP 7.2]
Justify a scientific claim that free energy is required for living systems to maintain organization, to grow, or to reproduce, but
that multiple strategies exist in different living systems. [LO 2.2, SP 6.1]
Use representations to pose scientific questions about what mechanisms and structural features allow organisms to capture,
store, and use free energy.[LO 2.4, SP 1.4, SP 3.1]
Construct explanations based on scientific evidence as to how interactions of subcellular structures provide essential
functions. Evaluate data-based evidence that describes evolutionary changes in the genetic makeup of a population over time.
[LO 1.4, SP 5.3]
Evaluate evidence provided by a data set in conjunction with a phylogenetic tree or a simple cladogram to determine
evolutionary history and speciation. [LO 1.18, SP 5.3]
Evaluate evidence provided by data from many scientific disciplines that support biological evolution. [LO 1.9, SP 5.3]
Construct and/or justify mathematical models, diagrams, or simulations that represent processes of biological evolution.
[LO 1.13, SP 1.1, SP 2.1]
Create a phylogentic tree or simple cladogram that correctly represents evolutionary history and speciation from a provided
data set.[LO 1.19, SP 1.1]
Construct scientific explanations that use the structures and mechanisms of DNA and RNA to support the claim that DNA
and, in some cases, that RNA are the primary sources of heritable information. [LO 3.1, SP 6.5] [LO 4.5, SP 6.2]
Apply mathematical routines to quantities that describe interactions among living systems and their environment, which result
in the movement of matter and energy.[LO 4.14, SP 2.2]
Connecting the Big Ideas:
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A discussion of how organisms must exchange matter with the environment in order to grow and reproduce and that these
exchanges can have an effect on cell specialization (Big Ideas #2 and #3)
A discussion of the origin and evolution of restriction enzymes and how they function (Big Ideas #1 and #2)
A discussion of how organisms must exchange matter with the environment in order to grow and reproduce and that these
exchanges can effect on phenotypic expression (Big Ideas #2 and #3)
Duration of Unit: 8 Weeks: 9/24-11/14/2014
Textbook Chapters: 6-12
Instructional Activities and Assessment:

AP Lab 4 Diffusion and Osmosis: Examination of semi-permeable membranes, passive diffusion and osmosis, cell
size, plasmolysis, calculations of water potential of different types of tissues
(SP .1.-5; SP 2.1-3, SP 4.3; SP 5.1-3, SP 6.2, 6.4; SP 7.1-2)

Constructing models of various types of transport
(SP 1.1-3)

Constructing a model of the cell membrane. Students will compare and contrast their membrane with other
students’ membrane.
(SP 1.1-3)

Making models of various types of cell communication
(SP 1.1-3)

Cell Type Survey- Student inquiry into a survey of various cells and proper staining technique
(SP 1.1.-4)
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HHMI Case Study

Cell Modeling
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Concept Mapping
Assessment:

Quiz I: 10/1/14
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Quiz II: 10/8/14
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Quiz III: 10/15/14
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Quiz IV: 10/22/14
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Quiz IV: 10/29/14
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Quiz V: 11/5/14
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Unit Exam:11/12-13/14
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How does the chromosomal basis of inheritance provide an understanding of the pattern passage
(transmission) of genes from parent to offspring?
What is the primary source of heritable information, and how are cellular and molecular mechanisms
involved in the expression of this heritable information?
How can genetic engineering techniques manipulate the heritable information of DNA?

Learning Objectives:
Make predictions about natural phenomena occurring during the cell cycle. [LO 3.7, SP 6.4]
Describe events that occur in the cell cycle.[LO 3.8, SP 1.2]
Construct an explanation, using visual representations or narratives, as to how DNA in chromosomes is
transmitted to the next generation via mitosis, or meiosis followed by fertilization. [LO 3.9, SP 6.2]
Represent the connection between meiosis and increased genetic diversity necessary for evolution. [LO 3.10, SP
7.1]
Evaluate evidence provided by data sets to support the claim that heritable information is passed from one
generation to another generation through mitosis, or meiosis followed by fertilization. [LO 3.11, SP 5.3]
Construct a representation that connects the process of meiosis to the passage of traits from parent to offspring.
[LO 3.12, SP 1.1, SP 7.2]
Construct an explanation of the multiple processes that increase variation within a population. [LO 3.28, SP 6.2]
Pose questions about ethical, social, or medical issues surrounding human genetic disorders. [LO 3.13, SP 3.1]
Apply mathematical routines to determine Mendelian patterns of inheritance provided by data sets. [LO 3.14, SP
2.2]
Explain deviations from Mendel’s model of the inheritance of traits. [LO 3.15, SP 6.5]
Explain how the inheritance patterns of many traits cannot be accounted for by Mendelian genetics. [LO 3.16, SP
6.3]
Describe representations of an appropriate example
of inheritance patterns that cannot be explained by Mendel’s model of the inheritance of traits. [LO 3.17, SP 1.2]
Construct scientific explanations that use the structures and mechanisms of DNA and RNA to support the claim
that DNA and, in some cases, that RNA are the primary sources of heritable information. [LO 3.1, SP 6.5]
Justify the selection of data from historical investigations that support the claim that DNA is the source of heritable
information.[LO 3.2, SP 4.1]
Construct an explanation of how viruses introduce genetic variation in host organisms.[LO 3.29, SP 6.2]
Use representations and appropriate models to describe how viral replication introduces genetic variation in the
viral population.[LO 3.30, SP 1.4]
Compare and contrast processes by which genetic variation is produced and maintained in organisms from
multiple domains.[LO 3.27, SP 7.2]
Describe representations and models that illustrate how genetic information is copied for transmission between
generations.[LO 3.3, SP 1.2]
Describe representations and models illustrating how genetic information is translated into polypeptides. [LO 3.4,
SP 1.2]
Predict how a change in a specific DNA and RNA sequence can result in changes in gene expression. [LO 3.6, SP
6.4]
Construct an explanation of the multiple processes that increase variation within a population. [LO 3.28, SP 6.2]
Create a visual representation to illustrate how changes in a DNA nucleotide sequence can result in a change in
the polypeptide produced. [LO 3.25, SP 1.1]
Explain how the regulation of gene expression is essential for the processes and structures that support efficient
cell function.[LO 3.20, SP 6.2]
Use representations to describe how gene regulation influences cell products and function. [LO 3.21, SP 1.4]
Explain how signal pathways mediate gene expression, including how this process can affect protein production.
[LO 3.22, SP 6.2]
Use representations to describe mechanisms of the regulation of gene expression.[LO 3.23, SP 1.4]
Describe the connection between the regulation of gene expression and observed differences between different
kinds of organisms. [LO 3.18, SP 7.1]
Describe the connection between the regulation of gene expression and observed differences between individuals
in a population. [LO 3.19, SP 7.1]
Connect evolutionary changes in a population over time to a change in the environment.[LO 1.5, SP 7.1]
Justify the claim that humans can manipulate heritable information by identifying at least two commonly used
technologies.[LO 3.5, SP 6.4]
Evaluate given data sets that illustrate evolution as an ongoing process.[LO 1.26, SP 5.3]
Predict how a change in a specific DNA or RNA sequence can result in changes in gene expression. [LO 3.6, SP
6.4]
Pose questions about ethical, social, or medical issues surrounding human genetic disorders. [LO 3.13, SP 3.1]
Use representations to describe how gene regulation influences cell products and function. [LO 3.21, SP 1.4]
Predict how a change in genotype, when expressed as a phenotype, provides a variation that can be subject to
natural selection. [LO 3.24, SP 6.4, SP 7.2]
Construct an explanation of the multiple processes that increase variation within a population. [LO 3.28, SP 6.2]
Connecting The Big Ideas:
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A discussion of how nucleotide monomers form the DNA polymer (Big Ideas #1 and #2).
A discussion of building RNA as a polymer constructed of nucleotides (Big Ideas #1 and #2)
A discussion of how organisms obtain nucleotides to construct RNA molecules and how environmental factors can influence
gene expression (Big Ideas # 2 and #3)
A discussion of how organisms must exchange matter with the environment in order to grow and reproduce and that these
exchanges can have an effect on cell specialization
(Big Ideas #2 and #3)
A discussion of the subcomponents of biological molecules and their sequence determine the properties of that molecule which
can have an effect on cell specialization.
(Big Ideas # 3 and #4)
A discussion of the origin and evolution of restriction enzymes and how they function
(Big Ideas #1 and #2)
A discussion of how organisms must exchange matter with the environment in order to grow and reproduce and that these
exchanges can effect on phenotypic expression
(Big Ideas #2 and #3)
Duration of Unit: 6 weeks: 11/17/14-1/23/15
Textbook Chapters: 13-21
Instructional Activities and Assessments:

Constructing chromosome models as well as modeling mitosis and meiosis
(SP 1.1-3)

AP Lab 7: Cellular Division: Mitosis and Meiosis (including statistical analysis)
(SP .1.-5; SP 2.1-3, SP 4.3; SP 5.1-3, SP 6.2, 6.4; SP 7.1-2)

Problem set involving chromosomal mapping
(SP 5.1-3)

Construct a model that simulates the process of protein synthesis
(SP 1.1-3)

Protein Gel Electrophoresis Lab separating proteins based on their chemical properties
(SP 3.1; SP 5.1; SP 6.1)

Using a model to simulate the role of an operon in gene regulation
(SP 1.1-3)

Using a model to simulate the process of eukaryotic gene regulation

AP Lab 8 Biotechnology: Bacterial Transformation
(S2.1-3; SP 3.1-3; SP 4.1-4; SP 1-3; SP 6.1-5; SP 7.1-2)

AP Lab 9 Biotechnology : Restriction Enzyme Analysis of DNA
(S2.1-3; SP 3.1-3; SP 4.1-4; SP 1-3; SP 6.1-5; SP 7.1-2)

Analysis of Harris Hawks Gels to determine parentage and investigate behavior
(SP3.1-3, SP 5.1-3)

DNA Technology current events assignment: Students will independently research topics relating to recent
biotechnology discoveries and discuss the resulting societal implications.
Assessments:

Quiz I: 12/3/14

Quiz II: 12/10/14
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Quiz III: 12/17/14
Winter Break Assignment: 1/7/15
Quiz IV: 1/15/15
Unit Exam: 1/26-27/15
Unit 4: Evolutionary Biology
Essential Questions:
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
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How is natural selection a major mechanism of evolution?
How is biological evolution supported by scientific evidence from many disciplines, including
mathematics?
How is the origin of living systems explained by natural processes?
How do phylogenetic trees graphically model evolutionary history?

Learning Objectives:
Design a plan to answer scientific questions regarding how organisms have changed over time using information
from morphology, biochemistry, and geology. [LO 1.11, SP 4.2]
Refine evidence based on data from many scientific disciplines that support biological evolution. [LO 1.10, SP 5.2]
Use theories and models to make scientific claims and/or predictions about the effects of variation within
populations on survival and fitness. [LO 4.26, SP 6.4]
Evaluate evidence provided by data to qualitatively and quantitatively investigate the role of natural selection in
evolution.[LO 1.2, SP 2.2, SP 5.3]
Evaluate data-based evidence that describes evolutionary changes in the genetic makeup of a population over
time. [LO 1.4, SP 5.3]
Connect evolutionary changes in a population over time to a change in the environment.[LO 1.5, SP 7.1]
Predict how a change in genotype, when expressed as a phenotype, provides a variation that can be subject to
natural selection. [LO 3.24, SP 6.4, SP 7.2]
Connect scientific evidence from many scientific disciplines to support the modern concept of evolution. [LO 1.12,
SP 7.1]
Evaluate evidence provided by data from many scientific disciplines that support biological evolution. [LO 1.9, SP
5.3]
Refine evidence based on data from many scientific disciplines that support biological evolution. [LO 1.10, 5.2]
Connect evolutionary changes in a population over time to a change in the environment.[LO 1.5, SP 7.1]
Make predictions about the effects of genetic drift, migration, and artificial selection on the genetic makeup of a
population.[LO 1.8, SP 6.4]
Convert a data set from a table of numbers that reflect a change in the genetic makeup of a population over time
and apply mathematical methods and conceptual understandings to investigate the cause(s) and effect(s) of this
change.[LO 1.1, SP 1.5, SP 2.2]
Apply mathematical methods to data from a real or simulated population to predict what will happen to the
population in the future.[LO 1.3, SP 2.2]
Evaluate data-based evidence that describes evolutionary changes in the genetic makeup of a population over
time. [LO 1.4, SP 5.3]
Use data from mathematic models based on the Hardy-Weinberg equilibrium to analyze genetic drift and effects of
selection in the evolution of specific populations.[LO 1.6, SP 1.4, SP 2.1]
Justify data from mathematical models based on the Hardy-Weinberg equilibrium to analyze genetic drift and the
effects of selection in the evolution of specific populations.
[LO 1.7, SP 2.1]
Describe a model that represents evolution within a population. [LO 1.25, SP 1.2]
Evaluate given data sets that illustrate evolution as an ongoing process.[LO 1.26, SP 5.3]
Use data from a real or simulated population(s), based on graphs or models of types of selection, to predict what
will happen to the population in the future.[LO1.22, SP 6.4]
Justify the selection of data that address questions related to reproductive isolation and speciation. [LO 1.23, SP
4.1]
Describe speciation in an isolated population and connect it to change in gene frequency, change in environment,
natural selection, and/or genetic drift. [LO 1.24, SP 7.2]
Analyze data related to questions of speciation and extinction throughout the Earth’s history. [LO 1.20, SP 5.1]
Design a plan for collecting data to investigate the scientific claim that speciation and extinction have occurred
throughout the Earth’s history. [LO 1.21, SP 4.2]
Justify the selection of data that address questions related to reproductive isolation
and speciation. [LO1.23, SP 4.1]
Describe speciation in an isolated population and connect it to change in gene frequency, change in environment,
natural selection, and/or genetic drift. [LO 1.24, SP 7.2]
Describe a scientific hypothesis about the origin of life on Earth. [LO 1.27, SP 1.2]
Evaluate scientific questions based on hypotheses about the origin of life on Earth.[LO 1.28, SP 3.3]
Describe the reasons for revisions of scientific hypotheses of the origin of life on Earth.[LO 1.29, SP 6.3]
Evaluate scientific hypotheses about the origin of life on Earth. [LO 1.30, SP 6.5]
Evaluate the accuracy and legitimacy of data to answer scientific questions about the origin of life on Earth. [LO
1.31, SP 4.4]
Justify the selection of geological, physical, and chemical data that reveal early Earth conditions. [LO 1.32, SP 4.1]
Analyze data related to questions of speciation and extinction throughout the Earth’s history. [LO 1.20, SP 5.1]
Pose scientific questions about a group of organisms whose relatedness is described by a phylogenetic tree or
cladogram in order to (1) identify shared characteristics, (2) make inferences about the evolutionary history of
the group, and (3) identify character data that could extend or improve the phylogenetic tree. [LO 1.17, SP 3.1]
Evaluate data-based evidence that describes evolutionary changes in the genetic makeup of a population over
time. [LO 1.4, SP 5.3]
Evaluate evidence provided by a data set in conjunction with a phylogenetic tree or a simple cladogram to
determine evolutionary history and speciation. [LO 1.18, SP 5.3]
Evaluate evidence provided by data from many scientific disciplines that support biological evolution. [LO 1.9, SP
5.3]
Construct and/or justify mathematical models, diagrams, or simulations that represent processes of biological
evolution.[LO 1.13, SP 1.1, SP 2.1]
Create a phylogentic tree or simple cladogram that correctly represents evolutionary history and speciation from a
provided data set.[LO 1.19, SP 1.1]
Construct scientific explanations that use the structures and mechanisms of DNA and RNA to support the claim
that DNA and, in some cases, that RNA are the primary sources of heritable information. [LO 3.1, SP 6.5]
Connections to the Big Ideas:






A discussion of how microevolution is impacted by the environment (Big Idea#1).
A discussion of how molecular changes (DNA and protein) is ultimately the basis for evolution (Big Idea #2)
A discussion of how DNA is the blue print for life and provides for the continuity of life through the process of
transcription and translation. Changes in the DNA results in changes in phenotypic expression upon which natural
selection can act. (Big Idea #3)
A discussion of how the environment impacts evolution (Big Idea#1)
A discussion of how timing and coordination of behavior are regulated by various mechanisms and are important
in natural selection (Big Idea #2)
A discussion of how interactions between and within populations influence patterns of species distribution and
abundance (Big Idea #4)
Duration of Unit: 6 Weeks: 1/26-2/27/15
Textbook Chapters: 22-34
Instructional Activities and Assessments:

AP Lab 1 Artificial Selection: Modified using brine shrimp and selecting for a variable.
(SP 1.5, SP 2.2, SP 5.3, SP 7.1)

AP Lab 2 Mathematical Modeling: Using a spreadsheet to analyze data
(SP 2.1-3; SP 5.1-3; SP 6.1-5)

Hardy-Weinberg Equilibrium problem set

Analyzing amino acid sequences to determine relatedness

AP Lab 3 Comparing DNA sequences to understand evolutionary relationships utilizing the BLAST lab to compare
genomes and to determine evolutionary history
(SP 4.1-4; SP 5.1-3)

The Great Clade Race-Used to aid in the understanding of cladograms and phylogenetic trees
(SP 1.1, 1.5, SP 6.2, 6.4)

Cladogram Problem set for analysis of cladograms and data tables
(SP 1.1, 1.5, SP 6.2, 6.4)
Assessments:

Quiz I: 2/4/15

Quiz II: 2/11/15

Quiz III: 2/18/15

Unit Exam: 2/24-25/15
3rd Trimester: 3/1-6/5/2015
Unit 5: Organisms Form and Function
Essential Questions:



How do homeostatic mechanisms reflect both common ancestry and divergence due to adaptation in
different environments?
How do cell-to-cell signaling pathways regulate important complex responses in living systems?
How are signaling pathways involved in the functioning of the nervous and immune systems?
What important mechanisms are responsible for normal development of an organism?

Learning Objectives:
Justify the claim made about the effect(s) on a biological system at the molecular, physiological, or organismal
level when given a scenario in which one or more components within a negative regulatory system isaltered. [LO
2.15, SP 6.1]
Connect how organisms use negative feedback to maintain their internal environments. [LO 2.16, SP 7.2]
Evaluate data that show the effect(s) of changes in concentrations of key molecules on negative feedback
mechanisms.[LO 2.17, SP 5.3]
Make predictions about how organisms use negative feedback mechanisms to maintain their internal
environments. [LO 2.18, SP 6.4]
Make predictions about how positive feedback mechanisms amplify activities and processes in organisms based
on scientific theories and models. [LO 2.19, SP 6.4]
Justify that positive feedback mechanisms amplify responses in organisms.[LO 2.20, SP 6.1]
Construct explanations based on scientific evidence that homeostatic mechanisms reflect continuity due to
common ancestry and/or divergence due to adaptation in different environments. [LO 2.25, SP 6.2]
Analyze data to identify phylogentic patterns or relationships, showing that homeostatic mechanisms reflect both
continuity due to common ancestry and change due to evolution in different environments.[LO 2.26, SP 5.1]
Connect differences in the environment with the evolution of homeostatic mechanisms.[LO 2.27, SP 7.1]
Use representations and models to analyze how cooperative interactions within organisms promote efficiency in
the use of energy and matter. [LO 4.18, SP 1.4]
Describe basic chemical processes for cell communication shared across evolutionary lines of descent. [LO 3.31,
SP 7.2]
Use representation(s) and appropriate models to describe features of a cell signaling pathway. [LO 3.33, SP 1.4]
Describe a model that expresses the key elements of signal transduction pathways by which a signal is converted
to a cellular response. [LO 3.36, SP 1.5]
Justify claims based on scientific evidence that changes in signal transduction pathways can alter cellular
response. [LO 3.37, SP 6.1]
Evaluate scientific questions concerning organisms that exhibit complex properties due to the interaction of their
constituent parts. [LO 4.8, SP 3.3]
Predict the effects of a change in a component(s) of a biological system on the functionality of an organism(s).
[LO 4.9, SP 6.4]
Refine representations and models to illustrate biocomplexity due to interactions of the constituent parts. [LO 4.10,
SP 1.3]
Use visual representations to analyze situations or solve problems qualitatively to illustrate how interactions
among living systems and with their environment result in the movement of matter and energy. [LO 4.15, SP 1.4]
Create representations and models to describe immune responses.[LO 2.29, SP 1.1, SP 1.2]
Create representations or models to describe nonspecific immune defenses in plants and animals. [LO 2.30, SP
1.1, SP 1.2]
Describe how nervous systems transmit information. [LO 3.45, SP 1.2]
Create a visual representation to describe how nervous systems transmit information.[LO 3.49, SP 1.1]
Describe how nervous systems transmit information. [LO 3.45, SP 1.2]
Create a visual representation to describe how nervous systems transmit information.[LO 3.49, SP 1.1]
Construct an explanation, based on scientific theories and models, about how nervous systems detect external
and internal signals, transmit and integrate information, and produce responses. [LO 3.43, SP 6.2, SP 7.1]
Construct an explanation of how certain drugs affect signal reception and, consequently, signal transduction
pathways.[LO 3.39, SP 6.2]
Describe how nervous systems detect external and internal signals. [LO 3.44, SP 1.2]
Describe how the vertebrate brain integrates information to produce a response.[LO 3.46, SP 1.2]
Create a visual representation of complex nervous systems to describe/explain how these systems detect external
and internal signals, transmit and integrate information, and produce responses. [LO 3.47, SP 1.1]
Create a visual representation to describe how nervous systems detect external and internal signals. [LO 3.48, SP
1.1]
Create a visual representation to describe how the vertebrate brain integrates information to produce a response.
[LO 3.50, SP 1.1]
Explain how signal pathways mediate gene expression, including how this process can affect protein production.
[LO 3.22, SP 6.2]
Use representations to describe mechanisms of the regulation of gene expression.[LO 3.23, SP 1.4]
Connect concepts in and across domains to show that timing and coordination of specific events are necessary for
normal development in an organism and that these events are regulated by multiple mechanisms.[LO 2.31, SP
7.2]
Use a graph or diagram to analyze situations or solve problems (quantitatively or qualitatively) that involve timing
and coordination of events necessary for normal development in an organism.[LO 2.32, SP 1.4]
Justify scientific claims with scientific evidence to show that timing and coordination of several events are
necessary for normal development in an organism and that these events are regulated by multiple mechanisms.
[LO 2.33, SP 6.1]
Connection The Big Ideas:



Connection to the Big Ideas: A discussion of how organisms must exchange matter with the
environment to grow, reproduce and maintain organization (Big Idea 2)
A discussion of organisms use of feedback mechanisms to maintain their internal
environments and respond to external environmental changes (Big Idea 2)
A discussion of populations continuing to evolve which are reflected in the adaptations of
plants (Big Idea #1)
Duration of Unit: 3 Weeks: 3/2-3/27/15
Textbook Chapters: 26-34
Instructional Activities and Assessments:




AP Lab 9: Modified to do whole plant transpiration. Students design an experiment to measure the effect of
different variables on the rate of transpiration
(SP 2.1-3; SP 4.1-4, SP 5.1-3, SP 6.1-2, 6.4)
Flower Reproduction Lab: Students dissect a variety of flowers identifying parts and adaptations for each type of
flower
(SP 3.1)
Seed Germination Lab: Student investigate factors that might affect the rate of germination
(SP 3.1; SP 4.1-3)
HHMI Case Study
Assessments:

Quiz I: 3/6/15

Quiz II: 3/18/15

Unit Exam: 3/25-26/15
Unit 6: Ecology
Essential Questions:



What mechanisms regulate the timing and coordination of behavioral events in animals?
What results from the interactions of populations within a community?
What factors govern energy capture, allocation, storage, and transfer between producers and
consumers in a terrestrial ecosystem?
What are the consequences of human actions on both local and global ecosystems?

Learning Objectives:
Design a plan for collecting data to support the scientific claim that timing and coordination of physiological events
involve regulation. [LO 2.35, SP 4.2]
Justify scientific claims, using evidence, to describe how timing and coordination of behavior events in organisms
are regulated by several mechanisms. [LO 2.39, SP 6.1]
Connect concepts in and across domain(s) to predict how environmental factors affect responses to information
and change behavior. [LO 2.40, SP 7.2]
Design a plan for collecting data to show that all biological systems (cells, organisms, populations, communities,
and ecosystems) are affected by complex biotic and abiotic interactions. [LO 2.23, SP 4.2, SP 7.2]
Analyze data to identify possible patterns and relationships between a biotic or abiotic factor and a biological
system (cells, organisms, populations, communities, or ecosystems). [LO 2.24, SP 5.1]
Justify scientific claims, using evidence, to describe how timing and coordination of behavioral events in organisms
are regulated by several mechanisms. [LO 2.39, SP 6.1]
Connect concepts in and across domain(s) to predict how environmental factors affect responses to information
and change behavior. [LO 2.40, SP 7.2]
Apply mathematical routines to quantities that describe interactions among living systems and their environment,
which result in the movement of matter and energy.[LO 4.14, SP 2.2]
Use visual representations to analyze situations or solve problems qualitatively to illustrate how interactions
among living systems with their environment result in the movement of matter and energy. [LO 4.15, SP 1.4]
Predict the effects of a change of matter or energy availability on communities.[LO 4.16, SP 6.4]
Analyze data to support the claim that responses to information and communication of information affect natural
selection.[LO 2.38, SP 5.1]
Analyze data that indicate how organisms exchange information in response to internal changes and external
cues, and which can change behavior. [LO 3.40, SP 5.1]
Create a representation that describes how organisms exchange information in response to internal changes and
external cues, and which can result in changes in behavior.[LO 3.41, SP 1.1]
Describe how organisms exchange information in response to internal changes or environmental cues. [LO 3.42,
SP 7.1]
Justify the selection of the kind of data needed to answer scientific questions about the interaction of populations
within communities. [LO 4.11, SP 1.4, SP 4.1]
Apply mathematical routines to quantities that describe communities composed of populations of organisms that
interact in complex ways. [LO 4.12, SP 2.2]
Predict the effects of a change in the community’s populations on the community. [LO 4.13, SP 2.2]
Explain how biological systems use free energy based on empirical data that all organisms require constant
energy input to maintain organization, to grow, and to reproduce. [LO 2.1, SP 6.2]
Justify a scientific claim that free energy is required for living systems to maintain organization, to grow, or to
reproduce, but that multiple strategies exist in different living systems. [LO 2.2, SP 6.1]
Predict how changes in free energy availability affect organisms, populations, and ecosystems. [LO 2.3, SP 6.4]
Refine scientific models and questions about the effect of complex biotic and abiotic interactions on all biological
systems, from cells and organisms to populations, communities, and ecosystems.[LO 2.22, SP 1.3, SP 3.2]
Design a plan for collecting data to show that all biological systems (cells, organisms, populations, communities,
and ecosystems) are affected by complex biotic and abiotic interactions. [LO 2.23, SP 4.2, SP 7.2]
Analyze data to identify possible patterns and relationships between a biotic or abiotic factor and a biological
system (cells, organisms, populations, communities, or ecosystems). [LO 2.24, SP 5.1]
Apply mathematical routines to quantities that describe interactions among living systems and their environment,
which result in the movement of matter and energy. [LO 4.14, SP 2.2]
Use visual representations to analyze situations or solve problems qualitatively to illustrate how interactions
among living systems and with their environment result in the movement of matter and energy.[LO 4.15, SP 1.4]
Predict the effects of a change of matter or energy availability on communities.[LO 4.16, SP 6.4]
Connecting The Big Ideas:



A discussion of how the environment impacts evolution (Big Idea#1)
A discussion of free energy and its flow through the ecosystem affects different tropic levels (Big Idea #2)
A discussion how communities are regulated by both biotic and abiotic factors (Big Idea #2)
Duration of Unit: 3-4 weeks: 3/30-4/24/15
Textbook Chapters: 52-56
Possible Activities:






AP Lab 10: Energy Dynamics: Modified to use pill bugs and cabbage leaves
(SP 2.1-2; SP 4.1, 4.3; SP 5.1, 5.3; SP 7.1-2)
Lab Exponential Population Growth (SP 1.1, 1.4, SP 2.1, 2.3)
Lab Predator/Prey Lab (SP 1.1, 1.4, SP 2.1, 2.3)
Math Problem Set for population growth problems
Mastering Biology online activities
Current Events Activity-Investigating environmental issues and human impact (3 minutes presentation).
 HHMI Case Study
Assessments:
 Quiz I: 4/8/15
 Quiz II: 4/15/15
 Unit Exam: 4/22-23/15
AP Biology Exam Review-In Class
 4/27-5/8-Mock Exam: 4/27-28/15
AP Biology Exam: 5/11/15 @ 8am